摘要
使用青少年主观幸福感量表和青少年学习倦怠量表对福建省农村322名留守中学生的主观幸福感进行调查,并研究其对学习倦怠的影响。结果:农村留守中学生主观幸福感水平显著低于非留守中学生,留守女生的学业满意度和总体满意度显著高于留守男生,独生子女的家庭满意度显著高于非独生子女,喜欢上学的留守中学生的家庭满意度、友谊满意度、学校满意度、学业满意度以及总体满意度均显著高于不喜欢上学的留守中学生。相关分析表明农村留守中学生主观幸福感与学习倦怠呈显著的负相关,回归分析表明农村留守中学生主观幸福感可以显著的负向预测学习倦怠。结论:提升留守中学生的主观幸福感水平可以有效降低其学习倦怠水平。
The adolescent subjective well-being scale was used to investigate the status of subjective well-being of 322 rural left behind children in Fujian Province,and the influence of subjective well-being on learning burnout was investigated.The results showed that the total score of subjective well-being of rural left behind children was significantly lower than that of non left behind children.The scores of academic satisfaction and overall satisfaction of left behind girls were significantly higher than those of the left behind boys.The family satisfaction of the only children was significantly higher than that of the non only children.The family satisfaction,friendship satisfaction,school satisfaction,academic satisfaction and overall satisfaction of the left behind middle school students who like to go to school are significantly higher than those who do not like to go to school.Correlation analysis shows that there is a significant negative correlation between subjective well-being and learning burnout in rural left behind middle school students.Regression analysis shows that subjective well-being of rural left behind middle school students can significantly predict learning burnout.Conclusion:improving the level of left behind children's subjective well-being can effectively reduce their learning burnout level.
作者
卢春丽
LU Chunli(School of Education Science,Longyan university,Longyan 364012,Fujian,China)
出处
《铜仁学院学报》
2018年第7期61-66,共6页
Journal of Tongren University
基金
福建省教育科学"十三五"规划2016年度重点课题"农村留守儿童学习倦怠的影响因素及应对策略研究"(FJJKCGZ16-168)
关键词
留守中学生
主观幸福感
学习倦怠
Left behind middle school students
subjective well-being
learning burnout
